International Educator - November/December 2011 - 16

IN Brief
in the education abroad community about this statement. However, I appreciate the stress placed upon creating intentional opportunities for cross-cultural learning to take place while students are abroad. The following are some examples that illustrate the diverse perspectives of the book’s authors. The practical application of intercultural theory is found in the chapter by Mark Ashwill and Duong Thi Hoang Oanh, “Developing Globally Competent Citizens: The Contrasting Cases of the United States and Vietnam.” The authors aim to answer the questions, “What are the implications of global citizenship in an interconnected world in which nationalism is still very much a force to be reckoned with? To what extent is global citizenship problematic in countries in which nationalism in its more virulent incarnation forms the mind-set of the majority of citizens?” These questions would be central in the minds of students studying or interning in Vietnam as they learn to adapt to the norms of modern-day Vietnam. Another chapter opens the door to critical questions facing U.S. educators and policymakers as a result of the “Arab Spring” political unrest that continues unabated in north Africa and elsewhere in the Middle East. R.S. Zaharna discusses “An Associative Approach to Intercultural Communication Competence in the Arab World.” In this complex discussion, the authors seek to explain why it is difficult to speak about one Arab culture. With 22 nations making up the League of Arab States, there are highly differing uses of language apart from Arabic, different religious faiths, extremely different geographic settings, and different political systems [and we will likely see even greater diversity once current political unrest settles]. Of special interest to international educators is the chapter titled, “The Evo-

The authors discuss a process of intercultural training for international education administrators that cultivates a selfawareness necessary for designing and leading international education programs that are likely to foster the intercultural competence of students.

InternatIonal educator N O V + D E C .1 1

lution of Intercultural Competence in U.S. Study Abroad” by Van de Berg and Paige. The authors consider what they refer to as “study abroad exemplars” conducted by six academic institutions and nonprofit organizations—models of best practice that have contributed to the development of “an effective intercultural pedagogy in the project’s historical moment.” I would have preferred that they excluded their own institutions even though few would take issue with the projects they describe. The programs cited all have structured their learning experiences to respond to three research questions: (1) What is the nature of intercultural competence? (2) What is the process of by which intercultural competence develops? and (3) How can individuals be taught, trained, and/or mentored regarding the development of intercultural competence? The programs are conducted at the University of the Pacific, The American University Center of Provence, Bellarmine and Willamette University, University of Minnesota, and CIEE. All have taken place for lengthy periods of time ranging from 5 to 33 years. Van de Berg and Paige state that these projects are significant as they allow us to examine the emergence of what they call a “new learnercentered study abroad paradigm.” Apropos of the earlier statement by Deardorff about the importance of designing intentional programs to realize intercultural competence, the authors believe that the success of these model programs is pointing to the waning era of a “traditional noninterventionist study abroad paradigm.”

I’m not certain that citing six examples, given the growth of the education abroad industry, leads us to their conclusion, but I do believe that there is an undeniable recognition—in the United States, to be clear from their examples—of the importance of paying close attention to building education abroad programs in such a way that specific student learning outcomes are achieved. If intercultural competence is one of those desired outcomes, then the field is on the right track. The chapter by Paige and Matthew Goode, “Intercultural Competence in International Education Administration,” nicely supports the above chapter. The authors provide a theoretical framework for realizing the outcomes discussed above, and they discuss a process of intercultural training for international education administrators that cultivates a self-awareness necessary for designing and leading international education programs that are likely to foster the intercultural competence of students. They discuss a pedagogy for such training work and review resources available to educators. Their conclusion cites their hope that more international educators will take advantage of such specialized training opportunities that facilitate what they refer to as a “cultural mentoring role” for program administrators on campus and in organizations. My concern lies in their sweeping conclusion that “international education professionals generally do not have an intercultural theoretical background and thus lack an understanding of the cultural variables that are central to the intercultural experience of their students.”
MaRTIN TIllMaN is president of global Career Compass, an international consultancy, and former associate director of career services at the Johns hopkins School of Advanced International Studies.

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Table of Contents for the Digital Edition of International Educator - November/December 2011

International Educator - November/December 2011
Contents
From the Editors
In Brief
Cultivating Branch Campuses
India Opens Its Doors— Cautiously
A Quest to Enhance Quality Spurs Global Learning
Foreign Student Affairs
A View From Out Here
Forum
In Focus
Health and Insurance Supplement
Supplement: Danger Ahead!
Supplement: Their Baggage Goes, Too
Supplement: Directory of Insurance Providers, Services, and Products
International Educator - November/December 2011 - International Educator - November/December 2011
International Educator - November/December 2011 - Cover2
International Educator - November/December 2011 - Contents
International Educator - November/December 2011 - From the Editors
International Educator - November/December 2011 - 3
International Educator - November/December 2011 - In Brief
International Educator - November/December 2011 - 5
International Educator - November/December 2011 - 6
International Educator - November/December 2011 - 7
International Educator - November/December 2011 - 8
International Educator - November/December 2011 - 9
International Educator - November/December 2011 - 10
International Educator - November/December 2011 - 11
International Educator - November/December 2011 - 12
International Educator - November/December 2011 - 13
International Educator - November/December 2011 - 14
International Educator - November/December 2011 - 15
International Educator - November/December 2011 - 16
International Educator - November/December 2011 - 17
International Educator - November/December 2011 - Cultivating Branch Campuses
International Educator - November/December 2011 - 19
International Educator - November/December 2011 - 20
International Educator - November/December 2011 - 21
International Educator - November/December 2011 - 22
International Educator - November/December 2011 - 23
International Educator - November/December 2011 - 24
International Educator - November/December 2011 - 25
International Educator - November/December 2011 - 26
International Educator - November/December 2011 - 27
International Educator - November/December 2011 - India Opens Its Doors— Cautiously
International Educator - November/December 2011 - 29
International Educator - November/December 2011 - 30
International Educator - November/December 2011 - 31
International Educator - November/December 2011 - 32
International Educator - November/December 2011 - 33
International Educator - November/December 2011 - 34
International Educator - November/December 2011 - 35
International Educator - November/December 2011 - 36
International Educator - November/December 2011 - 37
International Educator - November/December 2011 - A Quest to Enhance Quality Spurs Global Learning
International Educator - November/December 2011 - 39
International Educator - November/December 2011 - 40
International Educator - November/December 2011 - 41
International Educator - November/December 2011 - 42
International Educator - November/December 2011 - 43
International Educator - November/December 2011 - 44
International Educator - November/December 2011 - 45
International Educator - November/December 2011 - Foreign Student Affairs
International Educator - November/December 2011 - 47
International Educator - November/December 2011 - 48
International Educator - November/December 2011 - 49
International Educator - November/December 2011 - A View From Out Here
International Educator - November/December 2011 - 51
International Educator - November/December 2011 - Forum
International Educator - November/December 2011 - 53
International Educator - November/December 2011 - 54
International Educator - November/December 2011 - 55
International Educator - November/December 2011 - In Focus
International Educator - November/December 2011 - Cover3
International Educator - November/December 2011 - Cover4
International Educator - November/December 2011 - Health and Insurance Supplement
International Educator - November/December 2011 - SCover2
International Educator - November/December 2011 - Supplement: Danger Ahead!
International Educator - November/December 2011 - S2
International Educator - November/December 2011 - S3
International Educator - November/December 2011 - S4
International Educator - November/December 2011 - S5
International Educator - November/December 2011 - S6
International Educator - November/December 2011 - S7
International Educator - November/December 2011 - S8
International Educator - November/December 2011 - S9
International Educator - November/December 2011 - S10
International Educator - November/December 2011 - Supplement: Their Baggage Goes, Too
International Educator - November/December 2011 - S12
International Educator - November/December 2011 - S13
International Educator - November/December 2011 - S14
International Educator - November/December 2011 - S15
International Educator - November/December 2011 - S16
International Educator - November/December 2011 - Supplement: Directory of Insurance Providers, Services, and Products
International Educator - November/December 2011 - S18
International Educator - November/December 2011 - S19
International Educator - November/December 2011 - S20
International Educator - November/December 2011 - S21
International Educator - November/December 2011 - S22
International Educator - November/December 2011 - S23
International Educator - November/December 2011 - S24
International Educator - November/December 2011 - SCover3
International Educator - November/December 2011 - SCover4
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